FSTL TEKS EM The Big Box - Pirate Sam

Blackline master

Lesson Plans

Activity card Word and picture match

Make a treasure map Use the words in the word bank to label the treasure map. Add arrows to your map.

Cut out the cards and play a memory game. To play, put all the cards face down. Take turns flipping two of the cards over to find a pair. When the words match with what the girls are doing in the picture, you have found a pair. Continue playing until all the pairs are found.

box go

✂

to the

Go across the bridge

down

Go down the steps

Go to the sandbox

steps around pond

Jump over the log

Emergent reading stage Level C (4)

The Big Box is a personal narrative about two girls who follow clues and find a surprise at the end of the journey. Running words: 159 Text type: Personal narrative

Vocabulary High-frequency words

Key vocabulary

a and at but do down for get he here his I in is look/ed must no not of on one over run said saw see that the there they this to two up was went will you

across bird blue boat box bridge dad green Jill jumped log map orange pups red Sam sandbox steps Tess top tree yellow

Phonics

• Identifying the /v/ sound as in over • Identifying the /y/ sound as in yellow

Text features

across log

Pirate Sam is a narrative about a pirate who follows clues on a map to search for treasure. Running words: 145 Text type: Narrative (fantasy)

The Big Box Pirate Sam

• Photographs extend the story; some dialogue; ellipsis • Exclamation points; dialogue

Reading strategies

• Self-monitoring – being able to point to each word that is read • Self-monitoring – being able to use what has been read to check for meaning

over

Texas Essential Knowledge and Skills

bridge Assessment Can the student use position vocabulary in the appropriate context? Can the student match drawings with labels?

© 2009–2019 EC Licensing Pty Ltd. This work is protected by copyright law, and under international copyright conventions, applicable in the jurisdictions in which it is published. The trademark “Flying Start to Literacy” and Star device is a registered trademark of EC Licensing Pty Ltd in the US. In addition to certain rights under applicable copyright law to copy parts of this work, the purchaser may make copies of those sections of this work displaying the footnote: “© 2009–2019 EC Licensing Pty Ltd”, provided that: (a) the number of copies made does not exceed the number reasonably required by the purchaser for its teaching purposes; (b) those copies are only made by means of photocopying and are not further copied or stored or transmitted by any means; (c) those copies are not sold, hired, lent or offered for sale, hire or loan; and (d) every copy made clearly shows the footnote copyright notice. All other rights reserved.

okapi

educational publishing

Text: Kerrie Shanahan and Lyn Reggett Consultant: Susan Hill Illustrations by Bettina Guthridge Designed by Derek Schneider Printed in China through Colorcraft Ltd, Hong Kong Distributed in the USA by Okapi Educational Publishing Inc. Phone: 866-652-7436 Fax: 800-481-5499 Email: info@myokapi.com www.myokapi.com www.flying-start-to-literacy.com

Phonics 1(2) (B) (i) Demonstrate and apply phonetic knowledge by decoding words in isolation and in context by applying common letter sound correspondences. 1(2) (B) (vi) Demonstrate and apply phonetic knowledge by identifying and reading at least 100 high-frequency words from a research-based list. Reading 1(6) (I) Monitor comprehension and make adjustments such as re-reading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down. 1(7) (D) Retell texts in ways that maintain meaning. 1(10) (C) Discuss with adult assistance the author’s use of print and graphic features to achieve specific purposes.

Writing 1(12) (A) Dictate or compose literary texts, including personal narratives and poetry. Speaking and Listening 1(1) (C) Share information and ideas about the topic under discussion, speaking clearly at an appropriate pace and using the conventions of language.

Lesson 1

Lesson 2

The Big Box

Key concepts • A map can be used to find places or things. • L anguage of location can be used to describe the position of an object.

Before reading

During reading

Getting ready to read

Ask each student to read the text independently. Monitor the students as they read and support them where appropriate. If necessary, ask the students to stop reading and remind them to use the reading strategies you are focused on. For example, check that the students are self-monitoring. Are they able to point to each word as they read it? Are they able to check that there is a match between the words they read and the words on the page?

Encourage students to activate their prior knowledge. Say: We are going to read an information book about following clues. Write sentences on clue cards that use positional language from the text (across, around, down, over). For example: “Go across the mat”, “Go down the hall”, “Go over the chair”, “Go around the desk”. Invite the students to read the cards and to follow the instructions on the cards.

Vocabulary building As needed, introduce the vocabulary from the book. This can be done using the Colors Vocabulary Starter.

Introducing the book Give each student a copy of the book The Big Box. Say: This book is called The Big Box. It is about two girls who follow a set of clues to get to a special surprise. Talk the students through the book. Ask: What is in the box? What does the map say? What color box do they need to find next? How will they do this? Respond using the structure of the sentences in the text. For example, say: Yes, they saw the red box. There was a map in the red box. The map said to go across the log and look for a green box.

After reading Talking about the book Ask the students to talk about the book. Promote discussion by choosing questions that are appropriate for your students. Ask them to support their answers by referring to the photographs and the text in the book. What was in the first box? What was in the last box? (Literal) What did the girls have to do to find each box? Do you think the girls enjoyed finding each clue? (Inferential) What are maps used for? (Synthesizing) What other surprise could have been in the last box? How would this have changed the story? (Critical)

Reviewing reading strategies Give positive feedback on the problem-solving strategies the students used as they read the book. For example, say: I noticed how you were matching what you read with the author’s words.That’s what good readers do.

Returning to the book

Use the teacher notes Developing oral vocabulary for English Language Learners on the back of the Vocabulary Starters Colors, Position, Movers, and Playground to support ELL students.

Key concepts • A map can be used to find places or things. • Language of location can be used to describe the position of an object.

Provide multiple opportunities for the students to read and interact with the book again – with teacher support, with a partner, and independently. Choose activities that are appropriate for your students.

Returning to the book Provide multiple opportunities for the students to read and interact with the book again – with teacher support, with a partner, and independently. Choose activities that are appropriate for your students.

Developing fluency

Ask the students to work in groups of three. One student should read the book while the other two students act it out. Students should then change roles. Encourage the students to read the words clearly and smoothly. If you read the words clearly, the students acting out the book will know what to do.

Provide the students with craft materials to make stick puppets of Pirate Sam and Bird. Then ask the students to read the book, using the puppets to “say” each character’s part.

Word work Phonemic awareness and phonics Use magnetic letters to write the word “over”. Then ask: What sounds can you hear in this word? Who can pull down the letter that makes the /v/ sound? What other words have the /v/ sound in them? Record the students’ responses on a chart.

Exploring words Ask the students to work in pairs and provide each pair with sets of cards featuring high-frequency words (there, was, said, down, these, saw, etc.). Ask the students to sort the word cards into groups according to their own criteria (number of letters, starting letter, sounds in words, etc.).

Writing Modeled writing Ask the students to talk about how Tess and Jill felt when they opened the orange box. Model how we write about our feelings. For example: Jill and Tess were so excited when they saw what was in the orange box. Invite the students to contribute where they can. For example, ask: Where will I start my writing?

Independent writing Ask the students to write about a time when they received a surprise.

Before reading

During reading

Getting ready to read

Ask each student to read the text independently. Monitor the students as they read and support them where appropriate. If necessary, ask the students to stop reading and remind them to use the reading strategies you are focused on. For example, check that students are able to self-monitor. Are they able to remember what they have already read and use this information to continue reading for meaning?

Encourage students to activate their prior knowledge. Say: We are going to read a story about Pirate Sam, who has a treasure map. Talk about treasure maps. Ask: What is a treasure map? What might be on a treasure map?

Vocabulary building Draw a treasure map that includes clues from the book (to the yellow sand, across the log, up the steps, in the red box). Share your map with the students. Say: This is a map that gives clues on how to get to the hidden box of treasure. What clues would you have to follow on this map to get to the treasure?

Introducing the book Give each student a copy of the book Pirate Sam. Say: This book is called Pirate Sam. It is about a pirate who follows a map to try to find treasure. Talk the students through the book. Ask: What can Sam see on the map? Respond using the structure of the sentences in the text. For example, say: Yes, Sam can see a red box on the map. Ask: Where is Sam going now? Why is Sam running back to his boat?

After reading Talking about the book Ask the students to talk about the book. Promote discussion by choosing questions that are appropriate for your students. Ask them to support their answers by referring to the illustrations and the text in the book. What did Sam have to do to get to the red box? (Literal) What information did the illustrations add to the story? (Inferential) What would have been drawn or written on Sam’s map? (Synthesizing) Why did the author choose a bird as a character? What other character could have been used? (Critical)

Reviewing reading strategies Give positive feedback on the problem-solving strategies the students used as they read the book. For example, say: You noticed that there were some patterns in this book and you used them to make sense of the story.

Word work Phonemic awareness and phonics Ask the students to browse through the text to find a word that has the /y/ sound in it (yellow). Then ask the students to talk with a partner about other words they know that have the /y/ sound in them. Make a chart of these words.

Exploring words Ask students to work in pairs. One student could locate a high-frequency word in the book and the other student could use magnetic letters to make the word. Reverse roles after each word.

Writing Modeled writing Ask the students to talk about what happened when Bird and Pirate Sam got back to their ship. What might Bird and Pirate Sam have said to each other? Use the students’ ideas to model the writing of a conversation between the two characters. Invite students to contribute where they can. For example, ask: What kind of “i” do I need if “i” is at the start of the sentence?

Independent writing Ask: What things would have been on Pirate Sam’s map? Ask students to draw and label the map that Pirate Sam was following.

Sharing and presenting Ask the students to use their stick puppets to present the conversation between Bird and Pirate Sam to the class.

Sharing and presenting Ask the students to act out the book for the class in their groups of three.

ELL Support: The Big Box/Pirate Sam

Pirate Sam

Synthesizing: Talk about the pair After students have read both books, ask them to work in small groups to design their own treasure hunts. Each group should make a map that leads to a surprise.

Provide students with a range of empty boxes to use for hiding their clues. Students should take turns following each group’s map to find the hidden “treasure”.

Blackline master

Lesson Plans

Activity card Word and picture match

Make a treasure map Use the words in the word bank to label the treasure map. Add arrows to your map.

Cut out the cards and play a memory game. To play, put all the cards face down. Take turns flipping two of the cards over to find a pair. When the words match with what the girls are doing in the picture, you have found a pair. Continue playing until all the pairs are found.

box go

✂

to the

Go across the bridge

down

Go down the steps

Go to the sandbox

steps around pond

Jump over the log

Emergent reading stage Level C (4)

The Big Box is a personal narrative about two girls who follow clues and find a surprise at the end of the journey. Running words: 159 Text type: Personal narrative

Vocabulary High-frequency words

Key vocabulary

a and at but do down for get he here his I in is look/ed must no not of on one over run said saw see that the there they this to two up was went will you

across bird blue boat box bridge dad green Jill jumped log map orange pups red Sam sandbox steps Tess top tree yellow

Phonics

• Identifying the /v/ sound as in over • Identifying the /y/ sound as in yellow

Text features

across log

Pirate Sam is a narrative about a pirate who follows clues on a map to search for treasure. Running words: 145 Text type: Narrative (fantasy)

The Big Box Pirate Sam

• Photographs extend the story; some dialogue; ellipsis • Exclamation points; dialogue

Reading strategies

• Self-monitoring – being able to point to each word that is read • Self-monitoring – being able to use what has been read to check for meaning

over

Texas Essential Knowledge and Skills

bridge Assessment Can the student use position vocabulary in the appropriate context? Can the student match drawings with labels?

© 2009–2019 EC Licensing Pty Ltd. This work is protected by copyright law, and under international copyright conventions, applicable in the jurisdictions in which it is published. The trademark “Flying Start to Literacy” and Star device is a registered trademark of EC Licensing Pty Ltd in the US. In addition to certain rights under applicable copyright law to copy parts of this work, the purchaser may make copies of those sections of this work displaying the footnote: “© 2009–2019 EC Licensing Pty Ltd”, provided that: (a) the number of copies made does not exceed the number reasonably required by the purchaser for its teaching purposes; (b) those copies are only made by means of photocopying and are not further copied or stored or transmitted by any means; (c) those copies are not sold, hired, lent or offered for sale, hire or loan; and (d) every copy made clearly shows the footnote copyright notice. All other rights reserved.

okapi

educational publishing

Text: Kerrie Shanahan and Lyn Reggett Consultant: Susan Hill Illustrations by Bettina Guthridge Designed by Derek Schneider Printed in China through Colorcraft Ltd, Hong Kong Distributed in the USA by Okapi Educational Publishing Inc. Phone: 866-652-7436 Fax: 800-481-5499 Email: info@myokapi.com www.myokapi.com www.flying-start-to-literacy.com

Phonics 1(2) (B) (i) Demonstrate and apply phonetic knowledge by decoding words in isolation and in context by applying common letter sound correspondences. 1(2) (B) (vi) Demonstrate and apply phonetic knowledge by identifying and reading at least 100 high-frequency words from a research-based list. Reading 1(6) (I) Monitor comprehension and make adjustments such as re-reading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down. 1(7) (D) Retell texts in ways that maintain meaning. 1(10) (C) Discuss with adult assistance the author’s use of print and graphic features to achieve specific purposes.

Writing 1(12) (A) Dictate or compose literary texts, including personal narratives and poetry. Speaking and Listening 1(1) (C) Share information and ideas about the topic under discussion, speaking clearly at an appropriate pace and using the conventions of language.

Blackline master

Lesson Plans

Activity card Word and picture match

Make a treasure map Use the words in the word bank to label the treasure map. Add arrows to your map.

Cut out the cards and play a memory game. To play, put all the cards face down. Take turns flipping two of the cards over to find a pair. When the words match with what the girls are doing in the picture, you have found a pair. Continue playing until all the pairs are found.

box go

✂

to the

Go across the bridge

down

Go down the steps

Go to the sandbox

steps around pond

Jump over the log

Emergent reading stage Level C (4)

The Big Box is a personal narrative about two girls who follow clues and find a surprise at the end of the journey. Running words: 159 Text type: Personal narrative

Vocabulary High-frequency words

Key vocabulary

a and at but do down for get he here his I in is look/ed must no not of on one over run said saw see that the there they this to two up was went will you

across bird blue boat box bridge dad green Jill jumped log map orange pups red Sam sandbox steps Tess top tree yellow

Phonics

• Identifying the /v/ sound as in over • Identifying the /y/ sound as in yellow

Text features

across log

Pirate Sam is a narrative about a pirate who follows clues on a map to search for treasure. Running words: 145 Text type: Narrative (fantasy)

The Big Box Pirate Sam

• Photographs extend the story; some dialogue; ellipsis • Exclamation points; dialogue

Reading strategies

• Self-monitoring – being able to point to each word that is read • Self-monitoring – being able to use what has been read to check for meaning

over

Texas Essential Knowledge and Skills

bridge Assessment Can the student use position vocabulary in the appropriate context? Can the student match drawings with labels?

© 2009–2019 EC Licensing Pty Ltd. This work is protected by copyright law, and under international copyright conventions, applicable in the jurisdictions in which it is published. The trademark “Flying Start to Literacy” and Star device is a registered trademark of EC Licensing Pty Ltd in the US. In addition to certain rights under applicable copyright law to copy parts of this work, the purchaser may make copies of those sections of this work displaying the footnote: “© 2009–2019 EC Licensing Pty Ltd”, provided that: (a) the number of copies made does not exceed the number reasonably required by the purchaser for its teaching purposes; (b) those copies are only made by means of photocopying and are not further copied or stored or transmitted by any means; (c) those copies are not sold, hired, lent or offered for sale, hire or loan; and (d) every copy made clearly shows the footnote copyright notice. All other rights reserved.

okapi

educational publishing

Text: Kerrie Shanahan and Lyn Reggett Consultant: Susan Hill Illustrations by Bettina Guthridge Designed by Derek Schneider Printed in China through Colorcraft Ltd, Hong Kong Distributed in the USA by Okapi Educational Publishing Inc. Phone: 866-652-7436 Fax: 800-481-5499 Email: info@myokapi.com www.myokapi.com www.flying-start-to-literacy.com

Phonics 1(2) (B) (i) Demonstrate and apply phonetic knowledge by decoding words in isolation and in context by applying common letter sound correspondences. 1(2) (B) (vi) Demonstrate and apply phonetic knowledge by identifying and reading at least 100 high-frequency words from a research-based list. Reading 1(6) (I) Monitor comprehension and make adjustments such as re-reading, using background knowledge, checking for visual cues, and asking questions when understanding breaks down. 1(7) (D) Retell texts in ways that maintain meaning. 1(10) (C) Discuss with adult assistance the author’s use of print and graphic features to achieve specific purposes.

Writing 1(12) (A) Dictate or compose literary texts, including personal narratives and poetry. Speaking and Listening 1(1) (C) Share information and ideas about the topic under discussion, speaking clearly at an appropriate pace and using the conventions of language.

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